Intuitive Quantum Physics
Sponsored in part by NSF grants DUE-0410895.
The first three tutorials are modifications of the University of Washington Tutorials in Introductory Physics, University of Maryland Activity-Based Tutorials, and University of Maryland "Learning How to Learn" tutorials. The links below are to materials worked on specifically by Michael C. Wittmann, Jeffrey T. Morgan, and other members of the University of Maine development team. For further research results, please go to the Activity-Based Tutorials research page.
Understanding mechanical waves
"Making Sense of How Students Make Sense of Mechanical Waves," M.C. Wittmann, R.N. Steinberg, E.F. Redish. The Physics Teacher 37, 15-21 (1999).
The role of classical physics in modern physics
"The influence of student understanding of classical physics when learning quantum mechanics," R.N. Steinberg, M.C. Wittmann, Lei Bao, and E.F. Redish, Research on the Teaching and Learning of Quantum Sciences, NARST Annual Meeting, Boston, March, 1999.
Further articles from the NARST meeting can be found here:
Understanding probability and potential energy diagrams
"Understanding probabilistic interpretations of physical systems: A prerequisite to learning quantum physics," L. Bao and E.F. Redish, Am. J. Phys., 70:3, 210-217 (2002).
"Student Understanding of Tunneling in Quantum Mechanics: Examining Survey Results," J.T. Morgan, M.C. Wittmann, and J.R. Thompson, in S. Franklin, K. Cummings, J. Marx (Eds.) Physics Education Research Conference Proceedings 2003 (2004).
"Understanding Data Analysis from Multiple Viewpoints: An Example from Quantum Tunneling," M.C. Wittmann and J.T. Morgan, in S. Franklin, K. Cummings, J. Marx (Eds.) Physics Education Research Conference Proceedings 2003 (2004).
Intuitive Quantum Physics materials are modeled after and inspired by:
Lead developers were Jeffrey T. Morgan and Michael C. Wittmann. Co-developers were (in alphabetical order) Katrina E. Black, David E. Clark, Roger E. Feeley, Eleanor C. Sayre, and R. Padraic Springuel.
Additional support was given by the University of Maine Department of Physics and Astronomy and the Center for Science and Mathematics Education Research.
Michael C. Wittmann